Eled 411 Seminarchelsea Bagwell's Teaching Portfolio

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Teacher Placement: Prince Alfred College Preparatory School Grade 4 Mentor Teacher - Kathy Gartner Grade 5 Mentor Teacher - Lynda Polain Grade 2/3 Mentor Teachers - Neisha Sathuraya and Pam Martin Director of Teacher and Learning - Kelvin Sparks Current Position. ECE 411: Introduction to Developmental Assessment of Young Children 2 hours lecture and 2 hours field experience per week Generic Syllabus Required Textbooks: Shore, E. The portfolio book: A step-by-step guide for teachers. Upper Saddle River, NJ: Pearson Education, Inc.

  1. Eled 411 Seminarchelsea Bagwell's Teaching Portfolio Examples
  2. Eled 411 Seminarchelsea Bagwell's Teaching Portfolio Strategies
  3. Eled 411 Seminarchelsea Bagwell's Teaching Portfolios

THE FIFTY-FIFTH QUARTERLY VOLUME OF THE FIFTH SERIES. JULY, AUGUST, SEPTEMBER, i886. EDINBURGH REVIEW. Bagwells Ireland under the Tudors, The Voice of Memnon QUARTERLY REVIEW., 316 The Spites of Rulers 374 The Contrast between Buddhist and Christian Teaching, 381 The Chateaux of Touraine, 5o8, 574 A Tropical Calm and Sunset, 570. The methodology employed in this study was systematic review. The study first identifies a body of relevant literature and research on teacher leadership from the English-based journals from 2000 to 2018.

Abstract

Portfolio

Purpose

The purpose of this paper is to provide a research synthesis of findings drawn from studies of teacher leadership published in English-based journals from 2000 to 2018. The goal of the research synthesis was to develop new insights into teacher leadership through a theoretical discussion and to identify emerging themes for future research.

Design/methodology/approach

The methodology employed in this study was systematic review. The study first identifies a body of relevant literature and research on teacher leadership from the English-based journals from 2000 to 2018. Information concerning the nature of the studies as well as substantive findings was extracted from each of the articles. Synthesis of findings was accomplished by identifying key themes in the literature.

Findings

The synthesis yielded four themes: “the notion of teacher leadership,” “the theoretical perspectives are used for understanding teacher leadership,” “the factors are influencing the development of teacher leadership,” and “the approach to build and develop leadership capacity.”

Originality/value

This paper attempts to offer a critical review on the current literature and research on teacher leadership, reveal if there are any gaps in the ongoing debate, and identify the agenda for future research. This paper not only explores “what there is,” but also examines “what is missing,” and “what could be improved upon” by reviewing research findings that emerged in the teacher leadership literature produced from 2000 to 2018. The paper could shed light on the existing research about teacher leadership.

Keywords

Acknowledgements

The work described in this paper was supported by the Ministry of Education of the People’s Republic of China (16JZD050), and also by a grant from the Research Grants Council of the Hong Kong Special Administrative Region, China (EdUHK 18611519).

Citation

Wang, M. and Ho, D. (2019), 'A quest for teacher leadership in the twenty-first century – emerging themes for future research', International Journal of Educational Management, Vol. 34 No. 2, pp. 354-372. https://doi.org/10.1108/IJEM-01-2019-0038

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Publisher

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Eled 411 Seminarchelsea Bagwell's Teaching Portfolio Examples

Emerald Publishing Limited

Eled 411 Seminarchelsea Bagwell's Teaching Portfolio Strategies

Copyright © 2019, Emerald Publishing Limited

Eled 411 Seminarchelsea Bagwell's Teaching Portfolios

This document contains a Handbook, a Guidebook, and an Implementation Guide. The Handbook, designed to complement the Guidebook, discusses topics such as: 'What is an Educational Portfolio?'; 'Types of Portfolios in the Teacher Preparation Program'; 'Types of Artifacts for Documentation in the INTASC Standards'; 'Collecting Artifacts during Student Teaching'; 'Suggested Artifacts for Portfolios: Demonstrating Competence on the INTASC Standards'; 'The Classroom Teacher's Role in the Portfolio Process'; 'The University Supervisor's Role in the Portfolio Process'; 'Helpful Hints for the Presentation'; 'Showcase Portfolio: Final Presentation Form'; 'The Summative Evaluation'; and 'The Reflective Journal.' Appendixes include worksheets on weekly goals for personal growth, reflective analysis of portfolio artifact, and videotape analysis and reflection. The Guidebook covers topics such as: 'The Formative Evaluation; 'How to Use the Formative Evaluation'; 'The Portfolio: Developmental to Showcase'; 'The Summative Evaluation'; 'Frequently Asked Questions from Teachers'; 'Frequently Asked Questions from Students'; 'The Collaborative Model'; and 'Formative Evaluations of INTASC Principles Based on Rubric Scales.' Appendixes include worksheets on weekly goals for personal growth, reflective analysis of portfolio artifact, videotape analysis and reflection, and summative student teaching profile. The Implementation Guide facilitates the use of the Handbook and Guidebook. It supports the development of a performance-based evaluation process for student teachers, providing background for the development of rubrics and details for planning staff development at the university and classroom level. Some of the topics covered are: 'Ball State University and Teachers College'; 'Unit Assessment System and Conceptual Framework for Teacher Education'; 'INTASC Standards'; 'Evaluation Using a Rubric Format'; 'Levels of Student Development'; 'Why BSU Has Been Successful'; 'Possible Modifications for Other Programs'; 'Components That Should Not be Changed'; 'Preparations for Teacher Training'; 'Providing Ongoing Support for University Supervisors'; 'Possible Problems and Suggestions'; and 'Professional Development for Your University Staff.' (SM)